How do you use the I do, we do, you do or similar models in your classroom? In this five-article series, Helen Webb explains the teaching and learning model at Orchard Mead Academy and how it translates metacognitive approaches into classroom practice. In part three, she dissects the school’s principles of instruction and their I do, we do, you do model


Metacognition and self-regulation are rated by the Education Endowment Foundation’s Teaching and Learning Toolkit as “high impact for very low cost, based on extensive evidence” (EEF, 2021).

It is a golden thread that can be weaved into all aspects of our classroom practice. In this series of articles, I describe the rationale behind our whole-school teaching and learning model at Orchard Mead Academy, our behaviour for learning model, our recent professional learning, and how this offers an integrated metacognitive approach in the classroom.

Learning at Orchard Mead is underpinned by the philosophy that teachers and students should know explicitly “why” they are doing “what” they are doing and “how” they can do it more effectively.

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